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EDUC240 – Notes for Final Exam

Lesson 2: The Training and Development ro!ess

Human Resource Management is the strategi! approa!h to the management of

an organi"ation#s emplo$ees% &ts o'(e!tive is to re!r)it* motivate* develop and retain

emplo$ees +hose performan!e is ne!essar$ for the attainment of the organi"ation#s

goals%

Performance Management The pro!ess of esta'lishing performan!e expe!tations

+ith emplo$ees* The design of interventions and programs to improve performan!e%

,onitoring the s)!!ess of the interventions and programs%

Training is the a!-)isition of .no+ledge* s.ills and a'ilities to improve performan!eon one#s !)rrent (o'% / planned eort )nderta.en '$ a !ompan$ to fa!ilitate their

emplo$ees# learning of (o'1related !ompeten!ies%

Developmentis the a!-)isition of .no+ledge* s.ills* and a'ilities re-)ired to

perform f)t)re (o' responsi'ilities and the long1term a!hievement of individ)al

!areer goals and organi"ational o'(e!tives%

 Training is a means to a!-)ire s.ills that !an have an &,,ED&/TE impa!t on the

!ompan$ +hereas development fo!)ses on preparing the emplo$ee for FUTUE

sit)ations%

 Training is not ed)!ation%

Education TrainingFo!)ses on the development of one#s

intelle!t% 3asi!all$* .no+ledge

a!-)isition%

Deals +ith learning ho+ to perform

spe!i! s.ills% 3asi!all$* s.ills a!-)isition%

&s an individ)al a!tivit$ +hi!h involves

the )se of one#smind%

&s a +a$ to develop s.ills that are )sed

for so!ial and e!onomi! 'enet%

The benets of Training and DevelopmentCan res)lt in positive ee!t on its

'ottom line* ')t it !an also 'enet its emplo$ees as +ell as the so!iet$ in +hi!h itoperates%

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Employee Benets Organiation Benets !ociety Benets&ntrinsi!

17reater .no+ledge of

s.ills

18igher self1e9!a!$

1Feel more )sef)l

1,ore positive attit)des

to+ards their (o'

organi"ation%

5rgani"ational 6trateg$

1help organi"ations

a!hieve their short term

and long term goals%

Ed)!ated pop)lation

1helps to !reate an

ed)!ated and s.illed

+or.for!e%

Extrinsi!

1higher earnings

1more mar.eta'le

1greater (o' se!)rit$

1enhan!es promotion

prospe!ts

&n!rease organi"ational

ee!tiveness

1'etter prod)!tivit$* fe+er

errors* fe+er a!!idents*

less s)pervision needed%

3etter standard of living

1a 'etter trained

+or.for!e is more

prod)!tive* there'$

improving the e!onom$

and the standard of living%Emplo$ee re!r)itment and

sele!tion

1a !ompan$#s training anddevelopment program !an

help re!r)it ne+

emplo$ees and retain the

ones the$ have%

Training in "anada

/ging +or.for!e as 'a'$ 'oomer retire* this !a)ses emplo$ee t)rnover%

•  The rate +ith +hi!h +or.ers are leaving the +or.for!e is greater than thea'ilit$ of ne+ emplo$ees to ll that void%

• ill li.el$ have to rel$ on immigration

• Ca)sing a loss of expertise and .no+ledge

• 7reater need for .no+ledge management initiatives%

Evol)tion of &nformation Te!hnologies: there are ne+ prod)!ts* ne+ +a$s ofgathering information* ne+ +a$s of !omm)ni!ating and ne+ +a$s to e9!ientl$

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!arr$ o)t the tas.s of one#s (o'% This re-)ires !onstant )pdating of s.ills to remain!ompetitive%

Canada 'ehind !ompared to the rest in regards to training and development% edon#t have a national poli!$ on training and +e don#t spend as m)!h on training ofo)r emplo$ees as the /meri!ans and the E)ropeans ;+ho are the most advan!ed

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)e'e!#s >@ La+   • 5ne of the most in)ential fa!tors

of training and development•  The alignment of h)man reso)r!es

pra!ti!es +ith an organi"ations

')siness strateg$ is !alled

6trategi! 8)man eso)r!es,anagement ;68,<

•  Training 'e!omes strategi! +hen

it is related to the ')siness

strateg$7lo'al Competition:

&nternational !ompetitors* !)stomers*

s)ppliers and emplo$ees re-)ire

in!reased !ross1!)lt)ral a+areness

training

6tr)!t)re:

• Changes in emplo$ee tas.s and

responsi'ilities d)e to str)!t)ral

!hange +ithin the organi"ation• Emphasis on team+or. ma$

re-)ire additional training in!omm)ni!ation* s)pervision and

!ross1training% Te!hnolog$:

Emplo$ees m)st 'e trained in )sing ne+

te!hnologies if the$ are to 'e adopted

C)lt)re:

 The shared 'eliefs* val)es and

ass)motions that exist in an organi"ation

are referred to as the organi"ational

!)lt)reLa'o)r mar.et:

Changes in demographi!s of the

Canadian +or.for!e +ill re-)ire

adaptations in the amo)nt and t$pe oftraining re-)ired

8)man eso)r!es ,anagement 6$stem

• /ll f)n!tional areas of 8 +or.

together to !reate an 8 s$stem

• Driven '$ organi"ational strateg$and 68,

• &s +hat !onstit)tes a 8igh

erforman!e or. 6$stem• Leads to a strategi! model of

training and developmentE!onom$:

E!onomi! do+nt)rn of 200=120>0

!a)sed higher )nemplo$ment and a

ret)rn to s!hool for man$ to )pgrade

their s.ills in an attempt to nd a (o'Change:

 Trends* ne+ la+s* e!onomi! !hanges and

other events that ae!t the organi"ation6o!ial !limate:

6pe!iali"ed training programs that deal

+ith diversit$* se!)rit$* and stress

management are examples of the ee!ts

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3)siness6trateg$8,6trateg$Learningandtrainingstrateg$ Traininganddevelopmentprograms

of the so!ial !limate on training needs%

!trategic Model of Training and Development

/n organi"ation#s ')siness strateg$ has a dire!t impa!t on its h)man reso)r!e

management strateg$%

 The 8, strateg$ has an impa!t on the organi"ation#s strateg$ for the learning andtraining of its emplo$ees%

5n!e a strateg$ for the learning and training of emplo$ees has 'een identied* it+ill determine the nat)re of the training and development programs to design anddeliver%

)nstructional !ystem Design -)!D Model.is a s$stemati! approa!h to !reatingtraining and development pra!ti!es%

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N e e d

s

/ n a l $s is

 Tr a in in

g

E v a l ) a

t i o n

 Tr a in in g

D e i s g n

a n d

D e l i v e r $

 Training that is aligned +ith the ')siness strateg$ is !reated )sing an instr)!tionaldesign pro!ess% 3en!hmar.s against other !ompanies are .no+n as high1leveragetraining%

&nstr)!tional Design is sometimes referred to the /DD&E pro!ess

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e r s o n a l , a s t e r $3 ) i l d i n g a s h a r e d v i s i o n, e n t a l , o d e l sT e a m l e a r n i n g6 $ s t e m T h i n . i n g

Lesson : 5rgani"ational Learning

rofessor David 7arvin and /m$ Edmonson video ‘’Is Yours a LearningOrganization’’ 

hat is a learning organi"ation or.s +ith ideas* !omes )p +ith ne+ ones and

moves them thro)gho)t the organi"ation and .eeps them +hole and it ta.es thene+ .no+ledge as a 'asis to !hange%

hat are the ')ilding 'lo!.s to ')ilding a learning organi"ation Learning pro!ess*learning environment* leadership

5rgani"ational learningThe pro!ess of !reating* sharing* di)sing and appl$ing.no+ledge in organi"ations%

• &t is not simpl$ a fo!)s on !)rrent needs or de!ien!ies* ')t also on!ontin)o)s learning%

• &t is a main !hara!teristi! of an adaptive or agile organi"ationG one that is

a'le to identif$ the need to alter its pra!ti!es 'ased on shifts in itsenvironment%

The 'earning Organiation

/n organi"ation that a!-)ires* organi"es* and shares information and .no+ledgeand )sed ne+ information to !hange its 'ehavior in order to a!hieve its o'(e!tivesand improve its ee!tiveness% &t is something that res)lts in !ontin)alimprovementsG s)!h as  +or. s$stems* prod)!t servi!es* team+or.* andmanagement pra!ti!es% The )ltimate goal is a more s)!!essf)l organi"ation%

The ve disciplines

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Hision

e-)ires!learvisionoforgani"ationIsstrateg$andgoals

C)lt)re

Fostersinformationsharingand!ontin)o)slearning

Learning6$stemsJD$nami!s

6ee.sol)tionstopro'lemsthro)ghas$stemati!vie+oftheorgani"ationanditsenvironment

Kno+ledge,anagementJ&nrastr)!t)re

 Te!hnolog$* s$stemsandpro!essestos)pportthe!apt)re* disseminationandeval)ationof.no+ledge

Ens)rethattherightpersonisdoingtherightthing

E x p l i ! i t . n o + l e d g eT a ! i t . n o + l e d g e

The principles of a 'earning Organiation

• Ever$'od$ is !onsidered a learner

• eople learn from ea!h other

• Learning is part of a !hange pro!ess

• Learning is an investment

• Contin)o)s formal and informal learning

• Experimentation is val)ed

• Fail)re is tolerated &F it leads to learning

 There are 4 .e$ dimensions of a learning organi"ation

Kno+ledge: 6)m of +hat is .no+n* a 'od$ of prin!iples* tr)ths and information%

• Fo)nd in the minds of emplo$ees

•

 Transferred and stored in information s$stems in the organi"ation• Em'edded in tools and standard operating pro!ed)res and pro!esses%

&t is more than ()st information% &t is the information that has 'een edited and p)tinto !ontext% /nal$"ed and interpreted in a +a$ that ma.es it meaningf)l andval)a'le to the organi"ation%

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8 ) m a n : n e + a l ! t ) r l a t i

&ntelle!t)al Capital /n organi"ation#s .no+ledge* experien!e* relationships* pro!essdis!overies* innovations* mar.et presen!e and !omm)nit$ in)en!e%

•  The so)r!e of innovation and +ealth prod)!tion

• 8as to 'e formali"ed* !apt)red and leveraged to prod)!e a more highl$val)ed asset

• &t gro+s +ith )se

Kno+ledge ,anagement &nvolves the !reation* !olle!tion* storage* distri')tion andappli!ation of !ompiled .no+1+hat# and .no+1ho+# or see.s to identif$ and!onne!t individ)als 'ased on their expertise and areas of a!tivit$%

Kno+ledge ,anagement &nfrastr)!t)re refers to the s$stems and str)!t)res thatintegrate people* pro!esses and te!hnolog$%

h$ is K, important

• &n a .no+ledge 'ased e!onom$* .no+ledge ;.no+1ho+< rather than a!!ess tola'or* !apital* te!hnolog$ or ra+ materials is the 'asis of !ompetitiveadvantage%

• Kno+ledge in the form of intelle!t)al !apital has ass)med a greater val)e%

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>%

/!-)

ire

2%

&nterp

re t

%

Disse

minate4%

UseJ/

ppl$

?%

Eval)

ate

M%

eta

in

'ife "ycle of /no(ledge

Kno+ledge /!-)isition

>< Environment 6!anning• &nternal: in!l)des individ)als* teams* departments et!%

• External: in!l)des so)r!es of information from other organi"ations*!)stomers* ind)str$* +at!hers et!%

2< Formal learning• Ke$ part of the .no+ledge1a!-)isition pro!ess

• epresents a small ')t !riti!al proportion of ho+ emplo$ees learn< &nformal Learning

• epresents the largest proportion of emplo$ee learning

• 5ften spontaneo)s* immediate and tas. spe!i!

• Can 'e 'ased on trial and error* sear!h or so!ial net+or.%

Learning that o!!)rs nat)rall$ as part of +or. and is not planned or designed '$ theorgani"ation%

,actor ,ormal 'earning )nformal 'earning"ontrol Controlled '$ the

organi"ation

Controlled '$ the learner

Relevance Haria'le 8ighTiming Dela$ 'et+een learning

and )se of .no+ledge

a!-)ired

Learning )sed

immediatel$ on the (o'

!tructure 8ighl$ str)!t)red Unstr)!t)redOutcomes 6pe!i! Not spe!i!

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Kno+ledge &nterpretation

• ,ental models are deepl$ engrained ass)mptions* generali"ations or imagesthat in)en!e ho+ +e )nderstand the +orld and ho+ +e ta.e a!tion

• /n ee!tive +a$ to develop shared mental models is to esta'lish teams tostim)late +or.1related learning* solving real pro'lems

• Comm)nities of pra!ti!e are net+or.s of people +ho +or. together andreg)larl$ share information and .no+ledge%

Comm)nities of pra!ti!e !ompromise individ)als +ho share !ommon val)es* goals*pro'lems or !hallenges and a shared lang)age for framing and exploring iss)es%

• 5ften* mem'ers share a dis!iplinar$ 'a!.gro)nd thro)gh a Co !o)ld 'einterdis!iplinar$

• Unli.e a pro(e!t team* a Co has no formal mandate* no formal designation of roles and responsi'ilities* no predened delivera'les or preset lifespan and nospe!i! dened o'(e!tive%

Cos are the me!hanism thro)gh +hi!h individ)als grad)all$ !ome to parti!ipatef)ll$ in a profession or dis!ipline%

•  The learning that o!!)rs is largel$ informal* and 'ased on expos)re to thepra!ti!es and norms of the !omm)nit$% This form of learning is sometimesreferred to as apprenti!eship or en!)lt)ration%

•  There is an )pper limit on the n)m'er of individ)als +ho !an form a Co% Thislimit is !alled the D)n'ar N)m'er%

4 o!!)pational se!tors of Canadian apprenti!eship are: Constr)!tion* ,otive po+er*ind)strial* servi!e

Kno+ledge Dissemination

• ,oving ideas re-)ires a dierent set of s.ills%

• 6$stems for sharing .no+ledgeo 6hared mental models and lang)age

• &nformation and Comm)ni!ation Te!hnolog$o &n!reased !odi!ation of .no+ledge that is* its transformation into

information that !an 'e easil$ transmittedo &ntranet and portals are !riti!al !omponents for managing .no+ledge

Emplo$ee -)estions !an 'e ans+ered in ho)rs instead of +ee.s

• Cos are a me!hanism for disseminating .no+ledge%

UseJ/ppli!ation

8o+ .no+ledge is 'eing )sed

here it is 'eing )sed

ho is )sing it

Eval)ation

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o / Consideration of the val)e and potential of .no+ledgeo Co)ld 'e rated '$ emplo$ees and managerso Co)ld 'e ga)ged thro)gh meas)ra'le o)t!omeso Co)ld 'e 'ased on )sageo

etention

o  The +a$ in +hi!h )sef)l .no+ledge is stored and organi"ed in s)!h a +a$that it !an 'e easil$ retrieved

o Kno+ledge repositories are inventories of .no+ledge that organi"ations!ompile and store +hi!h !an 'e easil$ retrieved%

o 6ome repositories are more informal lists of lessons learned* +hitepapers* presentations

o ,ost have lin.s to the originator of the do!)mentso &n!l)des !ontent and do!)ment management s$stems* p)'li! le

str)!t)res and li'raries%

"onnection bet(een organiational learning and training

o  Training is an important element of learningo Learning organi"ations ex!eed other organi"ations in terms of 'oth training

pra!ti!es and expendit)reso &n!reased spending on training alone does not entail a learning

organi"ationo &ndivid)als learn thro)gh training and development

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H e r ' a l i n f o r m a t i o n& n t e l l e ! t ) a l s . i l l sC o g n i t i v e, o t o r 6 . i l l s/ t t i t ) d e s

Lesson 4: Learning and ,otivation

Learning is the pro!ess of a!-)iring .no+ledge and s.ills and a !hange in individ)al'ehavior as a res)lt of some experien!e% &t is an intera!tion 'et+een the individ)aland the environment that res)lts in a relativel$ permanent !hange in 'ehavior% &t isa persisting !hange in h)man performan!e or performan!e potential as a res)lt ofexperien!e% ? !ategories of learning o)t!omes

6tages of Learning a 6.ill

Declarative /no(ledge0

Learning .no+ledge* a!ts and

information

Learn the alpha'etG learn !onventions

a'o)t dire!tion of reading* separation of

+ords* p)rpose of p)n!t)ation* rote

learning of some +ords%/no(ledge "ompilation0 ord re!ognition 'e!omes a)tomati!*

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&ntegrative tas.s into se-)en!es to

simplif$ and streamline the tas.

ho+ever over time* a pro!ient reader is

a'le to grasp +hole senten!es and even

passages at a glan!e%Procedural +no(ledge0

Learner has mastered the tas. and

performan!e is a)tomati! and ha'it)al

Learner no longer has to thin.

deli'eratel$ and !ons!io)sl$ a'o)t the

so)nds asso!iated +ith letter!om'inations or meaning of individ)al

+ords%

 The +a$ an individ)al gathers* pro!esses and eval)ates information d)ring thelearning pro!ess

 There are fo)r +a$s in +hi!h individ)als gain experien!e and learn:

>% Con!rete Experien!e2% /'stra!t Con!ept)ali"ation

% ee!tive 5'servation4% /!tive Experimentation

/n individ)als preferred learning st$le is a !om'ination of t+o of the modes oflearning

>% Converger /C /E O thin.ing and doing2% Diverger CE 5 O feeling and +at!hing% /ssimilator  /C 5 O thin.ing and +at!hing4% /!!omodator CE /E O feeling and doing

*hat is a learning theory1

/ learning theor$ !onsists of a set of propositions and !onstr)!ts that attempt toexplain ho+ !hange in 'ehavior is a!hieved%

 This !o)rse investigates three learning 'ehaviors

>% Conditioning Theor$ ;'ehavio)rism<2% 6it)ated Cognition ;!ognitivism<% 6o!ial Learning Theor$

Conditioning theor$ Learning is a res)lt of re+ard of p)nishment !ontingen!ies thatfollo+ a response to a stim)l)s% / stim)l)s or !)e +o)ld 'e follo+ed '$ a response*+hi!h is then reinfor!ed% 6trengthens the li.elihood that response +ill o!!)r againand that learning +ill res)lt%

!timulus

o Events or !)es in the environment attra!t o)r attention

Behavior

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o / response or set of responses

"onse2uences

o ositive reinfor!emento /ppli!ation of a positive stim)l)s after an a!t

o Negative reinfor!emento emoval of a negative stim)l)s after an a!t

o No !onse-)en!eo )nishment

o e!eiving a negative !onse-)en!e for an )ndesira'le a!t

!haping0 einfor!ement of ea!h step in a pro!ess )ntil it is mastered%

"haining0 einfor!ement of entire se-)en!e of a tas.%

3eneraliation0 Conditioned response o!!)rs in !ir!)mstan!es dierent from thosed)ring learning%

6it)ated Cognition Theor$ that ')ilds on !ognitive approa!hes to )nderstandlearning% Cognitivism fo!)ses on the str)!t)res that are !reated in the mind*thro)gh experien!e and that f)rther mediate o)r interpretation of experien!e%

o  These str)!t)res are !alled mental models or s!hemao 6!hema evolve thro)gh dierent pro!esses in +hi!h the$ are t+ea.ed or

extended to deal +ith ne+ experien!es or )ndergo ra!ial restr)!t)ring%o 6!hema serve as lters that fo!)s o)r attention in dierent +a$s%

Learning is seen as a pro!ess in +hi!h s!hema are f)rther ela'orated to !ontent+ith ne+ experien!es%

o Ke$ pro!esses are generali"ation and dis!rimination

Cognitive theories are also 'ased on an information pro!essing model of the mind

o Ke$ elements in the 'asi! model are short1term* +or.ing and long1termmemor$ stores or registers%

o 6ensor$ !hannels provide inp)t to short1term and +or.ing memor$% These arenot permanent storage )nits and there are +ell esta'lished limits on ho+m)!h information !an 'e held in +or.ing memor$ ;B J12<

o  The o'(e!t is to move information from +or.ing memor$ into long1termmemor$%

6o!ial Learning Theor$ .e$ !omponents

>% 5'servationa% Learning '$ o'serving the a!tions of others and the !onse-)en!es'% Fo)r .e$ !riti!al elements: attention* retention* reprod)!tion*

reinfor!ement

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2% P)dgments people have a'o)t their a'ilit$ to s)!!essf)ll$ perform a spe!i!tas.%

% &n)en!ed '$ fo)r so)r!es of information in order to importan!ea% Tas. performan!e o)t!omes'% 5'servation!% Her'al pers)asion and so!ial in)en!e

d% h$siologi!al and emotional state4% 6elf1e9!a!$?% 6elf management

a% ,anaging ones o+n 'ehavior thro)gh a series of internal pro!esses'% 5'serve personal 'ehavior as +ell as others!% 6etting performan!e goalsd% /ssessing personal progresse% e+arding oneself for goal a!hievementf% 6elf1reg)lation* meta!ognition

3ehavio)ral* !ognitive and so!io1!)lt)ral learning theories dier in the emphasisthe$ pla!e on the environment* the individ)al and 'ehavior%

3ehavio)rists +ill arg)e that an in)en!e in the environment +ill have a !hangeone#s 'ehavior% &ndivid)al dieren!es are not as important%

Cognitivists 'elieve that the individ)al is .e$ sin!e individ)als !an per!eive theenvironment dierentl$ and their 'ehavior +ill dier a!!ordingl$%

6o!io1!)lt)ral theories fo!)s on the ee!t of the environment on 'ehavior* ')tparti!)larl$ on the role of the !omm)nit$ in shaping ones 'ehavior%

4dult 'earning Theory

4ndragogy Pedagogy/n ad)lt1oriented approa!h to learning

that ta.es into a!!o)nt the dieren!e

'et+een ad)lt and !hild learners%

 The traditional approa!h to learning )sed

to ed)!ate !hildren and $o)th%

Teaching children vs adults

,actor "hildren 4dultsersonalit$ Dependent &ndependent,otivation Extrinsi! &ntrinsi!oles 6t)dent

Child

arent

Hol)nteer

6po)se

Citi"en

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5penness to

!hange

Keen &ngrained ha'its

and attit)des3arrier to !hange Fe+ Negative self1

!on!eptExperien!e 6)'(e!t1!entered ro'lem1!entered

Theories of Motivation

,otivation degree of persistent eort that one dire!ts to+ard a goal

 There are 2 forms of motivation: Extrinsi! vs &ntrinsi!

Extrinsi!: stems from fa!tors in the external environment

&ntrinsi!: stems from a dire!t relationship 'et+een +or.er and tas.

5eeds theories

Maslo($s hierarchy of needs

"layton 4lderfer$s ER3 Theory

 There are needs:

• Existen!e needs ;lo+er level<

• elatedness needs

• 7ro+th needs ;)pper level<

 This theor$ diers from maslo+#s in the follo+ing +a$s:

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• Not a rigid hierar!h$ of needs

• &f )na'le to satisf$ a higher need* then the desire to satisf$ a lo+er level +illin!rease%

Theories of Motivation

>% Expe!tan!$ theor$ ro!ess theor$ of motivation Energ$ or for!e that a person dire!ts to+ard an a!tivit$ is a dire!t

res)lt of three fa!tors/< Expe!tation: individ)als s)'(e!tive pro'a'ilit$ that the$ !an a!hieve a

parti!)lar level of performan!e on a tas.%3< &nstr)mentalit$: s)'(e!tive li.elihood that attainment of a rst1level o)t!ome

s)!h as an / or a 3 in this !o)rse +ill lead to attra!tive !onse-)en!es that

are .no+n as se!ond1level o)t!omes%C< Halen!e: refers to the attra!tiveness of rst and se!ond level o)t!omes%D< Eort O Expe!tan!$ x ;instr)mentalit$ x valen!e<2% 7oal setting theor$

eoples intentions are a good predi!tor of their 'ehavior 7oals are motivational 'e!a)se the$ dire!t peoples eorts and

energies and lead to development of strategies to help them rea!htheir goals%

Chara!teristi!s for goals to 'e motivated:

a% spe!i! in terms of their level and time frame'% !hallenging!% m)st 'e a!!ompanied '$ feed'a!.d% people m)st a!!ept them and 'e !ommitted to them

7oal orientation:

,aster$Jlearning goals: pro!ess oriented that fo!)s on learning pro!ess

erforman!e goals: o)t!ome1oriented goals that fo!)s attention on a!hievement ofspe!i! performan!e o)t!omes%

 Training motivation the dire!tion* intensit$* and persisten!e of learning1dire!ted'ehavior in training !ontexts%

ersonalit$ varia'les that predi!t training motivation:

lo!)s of !ontrol a!hievement motivation anxiet$ !ons!ientio)sness self1e9!a!$

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Model of training E6ectiveness

training motivation is also a strong predi!tor of learning and trainingo)t!omes

self1e9!a!$* !ognitive a'ilit$ and personalit$ !hara!teristi!s also have anee!t on learning

attit)des .e$ iss)es for training is ens)ring that +hat is learned is applied in the

+or.pla!e degree of transfer attained in training is often limited

o the me!hanisms of transfer of learning are the s)'(e!t of the nextlesson%

Lesson ?: Transfer of Training

 Transfer of training Transfer of training refers to generali"ation of .no+ledge ands.ills learned in training on the (o' and maintenan!e of a!-)ired .no+ledge ands.ills over time%

 There are 2 !onditions:

7enerali"ation: Use or appli!ation of learned material on the (o'

,aintenan!e: )se or appli!ation of learned material on the (o' over a period of time%

The e7tent of transfer of training

ositive: trainees ee!tivel$ appl$ ne+ learning on the (o'

Qero: trainees do not appl$ ne+ learning on the (o'

Negative: trainees perform +orse on the (o' after training

Types of transfer of training

  Near: appl$ing ne+ learning to sit)ations that are ver$ similar to those in+hi!h training o!!)rred

  Far: appl$ing ne+ learning to sit)ations that are dierent from those in +hi!htraining o!!)rred

  8ori"ontal: transfer a!ross dierent setting at the same level

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Herti!al: transfer from trainee level to organi"ational level

Training )nputs

>% Trainee Chara!teristi!:a% Cognitive a'ilit$* training motivation* self1e9!a!$* personalit$

!hara!teristi!'% ,ore li.el$ to transferi% 8igh !ognitive a'ilities* motivation to learn* self1e9!a!$ii% &nternal lo!)s of !ontrol and high need for a!hievementiii% 8igh (o' involvement* (o' involvement* (o' satisfa!tion and

organi"ational !ommitment2% Training Design:

a% /!tive pra!ti!e and !onditions of pra!ti!e'% Learning prin!iples

i% &denti!al elementsii% 7eneral prin!iplesiii% 6tim)l)s varia'ilit$

% or. Environment:a% re training

i% ,anagement a!tions send messagesJsignals regardingimportan!e and organi"ational s)pport of training%

ii% 5rgani"ational !onstraints: la!. of time* e-)ipment andJorreso)r!es

'% ost1trainingi% 6)pport provided '$ trainees s)pervisorii% Training transfer !limate: !hara!teristi!s in the +or.

environment that !an foster or inhi'it appl$ing the training tothe (o'

iii% Learning !)lt)re: transfer of training is greater in an organi"ation

that val)es the a!-)isition of .no+ledge and s.ill%

,acilitating and )mproving Transfer of BeforeTraining

Management0

De!ide +ho sho)ld attendo eadiness to learnJtraina'ilit$o /'ilit$ x ,otivation x er!eption of the or. Environment O eadiness

to learn and traina'ilit$o  Traina'ilit$ tests

&n!rease motivation to learno

,eet +ith emplo$ees to dis!)ss training needs rovide emplo$ees +ith s)pport for learning and training

Trainer0

  Ens)re appli!ation of &6D model  Ens)re 'oth trainee#s s)pervisor and trainees are prepared in terms of

.no+ing o'(e!tives and 'enets  Find o)t s)pervisor and trainee needs and expe!tations

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Ens)re that trainee are prepared for training in terms of prere-)isite!o)rseJreadings%

Trainees0

Find o)t a'o)t training o'(e!tives prior to attendan!e

,eet +ith s)pervisor to dis!)ss training program and develop a!tion plan forlearning and transfer

repare for training program

,acilitating and )mproving Transfer of 4fter Training

Management0

arti!ipate in training programs 6pea. a'o)t importan!e of training programs /ttend training programs 'efore trainees eassign emplo$ees +or. +hile the$ are attending training

Trainer0

  &n!orporate !onditions of pra!ti!e* ad)lt learning prin!iples and other learningprin!iples in design

  &n!l)de !ontent and examples that are relevant and meaningf)l 

&n!l)de instr)!tion on transfer of training 

8ave trainees prepare a performan!e !ontra!t

Trainees0

Enter training program +ith positive attit)de and motivation to learn Engage themselves '$ a!tivel$ parti!ipating

Develop an a!tion plan for appli!ation of training on the (o'

,acilitating and )mproving Transfer of 4fter Training

Management0

Ens)re trainees have immediate and fre-)ent opport)nities to pra!ti!e andappl$ +hat the$ learned

En!o)rage and reinfor!e trainees appli!ation of s.ills Develop a!tion plan +ith trainees* red)!e (o' press)res and +or.load*

arrange pra!ti!e sessions* give promotional preferen!e to emplo$ees +hohave re!eived training and transfer and eval)ate emplo$ees )se of trained

s.ills on the (o'

Trainer0

  Cond)!t eld visitso 5'serve trainees* provide feed'a!. and s)pport

  5er 'ooster sessionso Extensions of training programs that involve periodi! fa!e1to1fa!e to

!onta!t 'et+een the trainer and trainees

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Trainees0

3egin )sing ne+ .no+ledge and s.ills on the (o' /6/ ,eet +ith s)pervisor to dis!)ss opport)nities for transfer Form a ')dd$ s$stem Consider high ris.1sit)ations that might !a)se a relapse and develop

strategies for over!oming them and avoiding relapse%

Relapse Prevention0

  /nti!ipate transfer o'sta!les and develop !oping s.ills

!elf8management and self8coaching

  erform a series of steps to manage transfer 'ehavio)r and esta'lishperforman!e maintenan!e and improvement goals

3oal setting

  6et spe!i!* !hallenging goals to enhan!e transfer

3oal setting intervention

 

 Tea!h trainees a'o)t the goal setting pro!ess

Booster sessions

Extension of training programs that involve a revie+ of the training material

Lesson M: The Needs /nal$sis ro!ess

*hat is needs analysis1

/ pro!ess to identif$ gaps or de!ien!ies in emplo$ee and organi"ationalperforman!e%

 The goal is to identif$ the dieren!es 'et+een +hat is and +hat is desired orre-)ired in terms of res)lts and !ompare the magnit)de of gaps against the !ost ofred)!ing them or ignoring them%

/lso .no+n as needs assessment* training needs anal$sis%

5eeds 4nalysis Process

>% / !on!erna% / sit)ation* or iss)e that has !apt)red the attention of the managers

2% &mportan!ea% &s it !entral to the ee!tiveness of the organi"ation

% Cons)lt sta.eholdersa% &dentif$ and involve sta.eholders +ho have a vested interest in the

pro!ess and o)t!omes of the needs anal$sis pro!ess4% Data !olle!tion

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a% Colle!tion of information from three levels of anal$sis: organi"ation*tas. and personJemplo$ee%

5eeds analysis outcome

&denties performan!e gaps

Claries nat)re of performan!e gaps Determines is training and development is ne!essar$ &denties +here training and development is ne!essar$ rite training o'(e!tive and design training programs

Organiational 4nalysis

6trateg$

Consists of an organi"ations mission* goals and o'(e!tives s)!h as adedi!ation to -)alit$ or innovation

6trategi! training: alignment of an organi"ations training needs R programs

+ith the organi"ations strateg$ and o'(e!tives%Environment

Ne+ te!hnologies* !ompetitors* re!essions* reg)lations* mergers* a!-)isitionsand trade agreements !an profo)ndl$ ae!t

o  The need for trainingo  The !ontent of trainingo Emplo$ees re!eptivit$ to 'eing trained

eso)r!es

eso)r!e anal$sis: identi!ation of the reso)r!es availa'le in an organi"ationthat might 'e re-)ired to design and implement and development programs

Context

Climate: the !olle!tive attit)des of emplo$ees to+ard +or.* s)pervision and!ompan$ goals* poli!ies and pro!ed)res

 Training transfer !limate: !hara!teristi!s in the +or. environment that !aneither fa!ilitate or inhi'it the appli!ation of training on the (o'

Learning !)lt)re: !)lt)re in +hi!h mem'ers of an organi"ation 'elieve that.no+ledge and s.ill a!-)isition are part of their (o' responsi'ilities and thatlearning is an important part of +or. life in the organi"ation

o  The training transfer !limate and learning !)lt)re +ere investigated inthe previo)s lesson%

Tas+ analysis

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 The pro!ess of o'taining information a'o)t a (o' '$ determining the d)ties* tas.sand a!tivities involved and the .no+ledge* s.ills and a'ilities re-)ired to performthe tas.s%

 Po': !onsists of a n)m'er of related a!tivities* d)ties and tas.s

 Tas.: smallest )nit of 'ehavior st)died '$ the anal$st and des!ri'es spe!i!se-)en!e of events ne!essar$ to !omplete a )nit of +or.

9 steps of a tas+ analysis

>% &dentif$ the target (o's2% 5'tain a (o' des!ription

a% Po' des!ription: a statement of tas.s* d)ties and responsi'ilities of a (o'% &t lists the spe!i! d)ties !arried o)t thro)gh the !ompletion ofseveral tas.s

% Develop ratinga% ate the importan!e of ea!h tas. and the fre-)en!$ that it is

performed4% 6)rve$ a sample of (o' in!)m'ents?% /nal$"e and interpret the informationM% rovide feed'a!. on the res)lts

4lternative 4pproach0 "ognitive Tas+ 4nalysis

/ set of pro!ed)res that fo!)ses on )nderstanding the mental pro!esses andre-)irements for performing a (o'%

Diers from traditional tas. anal$sis in that it des!ri'es mental and !ognitivea!tivities that are not dire!tl$ o'serva'le* s)!h as de!ision ma.ing and patternre!ognition

4lternative 4pproach0 Team Tas+ 4nalysis

/nal$sis of tas.s of the (o'* as +ell as the team1'ased !ompeten!ies asso!iated+ith the tas.s

Diers from traditional tas. anal$sis in that interdependen!e of the (o'* s.illsre-)ired for tas. !oordination and !ognitive s.ills re-)ired for intera!ting in a teamm)st 'e identied%

Person 4nalysis

ro!ess of st)d$ing emplo$ees 'ehavior to determine +hether performan!e meets

standards%

Dene the desired performan!e Determine the gap 'et+een desired and a!t)al performan!e &dentif$ the o'sta!les to ee!tive performan!e

Barriers to e6ective performance

Human Technical )nformation !tructural

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La!. of .no+ledge oor (o' design ill dened

goalsJo'(e!tives

5verlapping roles

and responsi'ilitiesLa!. of s.ills la!. of

toolsJe-)ipment

la!. of

performan!e

meas)rements

La!. of exi'ilit$

la!. of motivation la!. ofstandardi"ed

pro!ed)res

a+ data* notnormative or

!omparative data

La!. of !ontrols$stems

Co)nterprod)!tive

re+ard s$stems

apid !hange in

te!hnolog$

eso)r!es s)'1

optimi"ed

Organiational

political climate7ro)p norms &nee!tive

feed'a!.

&nformal leaders

5eeds 4nalysis Methods0

>% o'servation

2% -)estionnaires% .e$ !ons)ltation4% print media?% intervie+sM% gro)p dis!)ssionB% testsS% re!ords and reports=% +or. samples

5eeds analysis sources

emplo$ees and managers

o self assessment s)'(e!t matter experts !)stomers

o satisfa!tion ratings and per!eptions !omp)ter1'ased anal$sis

o anal$sis of ')siness data%

Obstacles to needs analysis

3)dgetar$ !onstraints to !ond)!t a needs anal$sis Feel that the$ !an a!!)ratel$ identif$ training needs and that more anal$sis is

a +aste of time and mone$ ,anagers ma$ even have their o+n agendas  Time is !onstraining La!. of expertise to !ond)!t a needs anal$sis

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Lesson B: Training Design

Design !an 'e dened in man$ +a$s and has dierent !onnotations 'ased on the!ontext in +hi!h it is )sed% &t !an !on!eive or fashion in the mindG invent% &t !an 'e

dened to form)late a plan forG devise or to plan o)t in s$stemati!* )s)all$ graphi!form or to !reate or !ontrive for a parti!)lar p)rpose or ee!t%

Design is a problem8solving discipline

/ pro'lem m)st 'e rst dened and a !on!entrated eort is then !arried o)t todesign a sol)tion to solve the pro'lem%

5o t(o problems are the same

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/ltho)gh the sit)ation !o)ld 'e similar* the timing !o)ld dier* as !o)ld theexpe!tations* the te!hnolog$ )sed%

One of the main reasons for dening a problem is to identify anyconstraints associated to it:

 The !onstraints help identif$ the sol)tion that +ill 'e )sed to solve the pro'lem%

There is no perfect solution

/ designer m)st !hoose from a list of man$ possi'le sol)tions% To do so* the$ +ill!onsider the !onstraints as +ell as the n)an!es regarding the sit)ation at hand%hat !o)ld +or. in one sit)ation ma$ not +or. in another

ea!hing a sol)tion for a design pro'lem is part s!ien!e* part instin!t* and part art%

*hat is instructional design1

&t is a !omprehensive s$stem of pro!ed)res informed '$ resear!h and pra!ti!e that

is emplo$ed to develop ee!tive and e9!ient ed)!ational and training programs ina !onsistent and relia'le +a$% The !omplex pro!ess* often !alled &6D is a!tive and!reative% / s$stem !onsists of a set of elements that intera!t +ith ea!h other ins)!h a +a$ that is is:

• &ndependent: no individ)al element !an 'e separated from the s$stem% The$rel$ on ea!h other to a!!omplish a !ommon goal%

• 6$nergisti!: the s)m of the parts of the s$stem is greater than the individ)al!ontri')tions of ea!h%

• D$nami!: the s$stem is !onstantl$ monitoring its environment and is exi'leeno)gh to 'e altered to !hanging !onditions

• C$'erneti!: the individ)al elements are a'le to ee!tivel$ !omm)ni!ate +ith

ea!h other%

The )!D Model ; Design

&t has main phases

The 5eeds 4nalysis0 )sed to anal$"e the sit)ation and determine if training is avaria'le sol)tion to the pro'lem%

Training design < delivery0 to develop the training and deliver it to the trainees

Training evaluation0 to assess the res)lts of the training and determine ifad()stments are re-)ired%

Training Ob=ectives

  /!!ording to the &6D model* the end res)lt of the needs anal$sis is theidenti!ation of a pro'lem% The more information +e are a'le to gather a'o)tthat pro'lem* the more li.el$ +e are to nd a sol)tion that +ill address it%

 

&f a training sol)tion is !hosen the rst step of the design and deliver$ phaseof the &6D model is the esta'lishment of the training o'(e!tives%

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/ training o'(e!tive is a statement of +hat trainees are expe!ted to 'e a'le to doafter a training program% 5'(e!tives are more than simple statements of goals orgeneral o)t!omes%

•  The$ are +ritten follo+ing a spe!i! format

•  The$ di!tate the design of the training

•  The$ serve as the 'asis for eval)ation ;if it !an 'e meas)red<•  The$ provide the learner +ith the means to self1sele!t their instr)!tion

Purpose of training ob=ectives

 Training o'(e!tives are important for all the sta.eholders involved in the trainingintervention: the trainees* the trainers +ho are designing and the managers%

 Trainees individ)als 'eing trained

 Trainers individ)als +ho are designing andJor presenting the training

,anagers individ)als +ho have sponsored the training intervention andJors)pervising emplo$ees +ho are 'eing trained%

Training ob=ectives should include > +ey elements

 

ho is to perform the desired 'ehavio)r

 

hat is the a!t)al 'ehavio)r

 

here is the 'ehavio)r to 'e demonstrated

 

hen is the 'ehavio)r to 'e demonstrated

 

hat is the standard '$ +hi!h the 'ehavio)r +ill 'e ()dged

Learning o'(e!tives sho)ld des!ri'e the intended o)t!ome of the performan!e ofthe parti!ipants% hen +riting learning o'(e!tives* a good r)le of th)m' is to designthem to 'e 6,/T%

!  6pe!i!: it !learl$ indi!ates +hat the learner +ill 'e a'le to do

M ,eas)ra'le: the res)lt !an 'e seen at the end of the session

4/ttaina'le: the goal !an a!hieved +ithin the timeframe and +ith the !onditions

R  elevant: it is needed '$ the parti!ipate to !ompleteJimprove +or. tas.s

T  Time1framed: it !an 'e a!hieved '$ the end of the training session

Ea!h learning o'(e!tive sho)ld !ontain .e$ elements

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e r f o r m a n ! eC o n d i t i o nC r i t e r i o n&n order to +rite 6,/T learning o'(e!tives* it is re!ommended that $o) ma.e )se of a!tion ver's that help des!ri'e and meas)re the desired performan!e%

Training "ontent

5n!e +e have esta'lished +hat the training o'(e!tives +ill 'e* +e no+ t)rn o)rattention to the !ontent that needs to 'e delivered to the trainees%

&n s!enarios +here a !ompan$ has their o+n training department* the$ ma$ opt todesign and developthe training sol)tion internall$% &n other sit)ations* parti!)larl$+hen reso)r!es for training and development are s!ar!e* the sol)tion might involve')$ing a read$1made prod)!t or hiringJo)tso)r!ing the training to a third part$% Forlarger pro(e!ts* this ma$ re-)ire that the !ompan$ as. for s)ppliers to 'id on theirpro(e!t%

 The !ontent presented to the trainees m)st 'e designed to f)lll the needs of the!ompan$% 5n!e a needs anal$sis has 'een !ond)!ted* the res)lts are )sed to helpidentif$ the nat)re of the !ontent that needs to 'e in!l)ded in the training program%

• Follo+ the training o'(e!tiveso 5n!e a proper needs anal$sis has 'een !ond)!ted* let the training

o'(e!tives help di!tate the !ontent re-)ired for the training• Compare a!t)al performan!e to performan!e goals

o  The !ontent sho)ld address the identied performan!e gap of theemplo$ees

• efer to legislationo &f training is re-)ired 'e!a)se of ne+ or )pdated legislation* the

!ontent +o)ld ree!t it%• Cons)lt +ith s)'(e!t matter expert

o &n other !ases* one might need to !ons)lt a s)'(e!t1matter expert to!reate the !ontent for the training* or validate training that +as!reated in1ho)se in order to ma.e s)re that it is a)thenti!%

Purchase or Design decision0 pac+aged program

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/dvantages of pa!.aged programs:

• high -)alit$*

• immediate deliver$*

• an!illar$ servi!es*

• potential to !)stomi"e*

• 'enets from others experien!e*

• extensive testing*

• often less expensive%

3eneric Business !+ills <

Re2uirement

)ndustry8!pecic and?or strategic

training re2uirementsLo+er !ost 8igher !ostLittle or no a'ilit$ to !)stomi"e 5ption to !)stomi"e andJor 'rand7eneri! !ontent ,ore ind)str$1spe!i! !ontent

/dvantages of &nternal rograms

• se!)rit$ and !ondentialit$

• )se organi"ations terminolog$

• in!orporate organi"ations val)es

• f)ll$ 'randed

• )se internal !ontent expertise

• )nderstand a)dien!e

• pride and !redi'ilit$

• !ontent is lin.ed +ith organi"ation1spe!i! pro!esses

&mportant fa!tors to !onsider +hen de!iding 'et+een p)r!hasing a read$1madetraining sol)tion and designing it in1ho)se%

Cost 8)man reso)r!es

o /!!ess to s)'(e!t1matter expert% ;Do the$ have time to devote to theprogram design

 Timeo 8o+ long +ill it ta.e to have the training program read$

ho needs the training hat is expe!ted to 'e the ret)rn or 'enet

e-)est for proposal is a do!)ment that o)tlines a potential vendors and!ons)ltants an organi"ations training and pro(e!t needs ;a tender

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&nstr)!tions on ho+ to respond Level of servi!e re-)ired

&n the !orporate +orld* Fs are generall$ targeted to identif$ servi!e providers%

&n the p)'li! se!tor* Fs ma$ 'e availa'le more +idel$ as part of a p)'li! tender

pro!ess%

Training Methods

5n!e the training !ontent has 'een identied and the development phase has'eg)n* a step to !onsider !on!)rrentl$ is the +a$ in +hi!h that !ontent +ill 'edelivered to the trainees% The training !an 'e a!tive or passive for the trainee*!omm)ni!ation !an 'e one1+a$ or t+o1+a$* and it !an e*plo$ te!hni-)es that areinformational or experiential%

 Training !an 'e delivered in dierent +a$s

5 the (o'o Classroom* sim)lations

5n the (o'o Coa!hing* performan!e aids

3lended trainingo Use of a !om'ination of approa!hes to training

'earning Principles

 The training o'(e!tives* the !ontent to 'e delivered and the method '$ +hi!h thetraining +ill 'e delivered +ill provide the instr)!tional designer +ith the ingredientsfor training intervention% 8o+ever* these elements of the training design anddeliver$ phase still re-)ire a proper re!ipe to !reate a )sef)l training a!tivit$%

 There still needs to 'e a plan of ho+ to !om'ine these elements in s)!h a +a$ as to$ield a pla)si'le res)lt% This is +here the instr)!tional designer m)st !onsiderlearning theories* design te!hni-)es* their experien!e and other tri!.s of the tradeto !reate a learning experien!e that strives to ll the gap identied '$ theo'(e!tives% There is +here the s!ien!e and pra!ti!e of instr)!tion !om'ine +ith theart and !reativit$ of design%

4ctive Practice

/!tive pra!ti!e provides pra!ti!e to learners in a training !ontext% 3)t +hat ispra!ti!e

ra!ti!e is a ph$si!al or mental rehearsal of a tas.* s.ill or .no+ledge in order toa!hieve a !ertain level of pro!ien!$ at performing that tas. or s.ill ordemonstrating that .no+ledge%

/!tive pra!ti!e on the other hand is planned and integrated in the !o)rse design%

/!tive pra!ti!e providing trainees +ith opport)nities to pra!ti!e performing atraining tas. or )sing .no+ledge d)ring training%

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Prepractice "onditions6trategies or interventions that !an 'e implemented prior to a training program%

/ttention advi!eo roviding trainees +ith information a'o)t the tas. pro!ess and general

tas. strategies that !an help them learn and perform a tas.% ,eta!ognitive strategies

o ,eta!ognition: a self1reg)lator$ pro!ess that helps people g)ide theiro+n learning and performan!e thro)gh self1monitoring and self1!ontrol

6trategies in!l)de: thin.ing o)t lo)d* as.ing $o)rself -)estionsd)ring the a!tivit$

/dvan!e organi"erso /!tivities that provide trainees +ith a str)!t)re or frame+or. to help

them assimilate and integrate information a!-)ired d)ring pra!ti!e% 7oal orientation

o efers to the t$pe of goal that is set d)ring training reparator$ information

o roviding trainees +ith information a'o)t +hat the$ !an expe!t too!!)r d)ring pra!ti!e sessions so that the$ !an develop strategies toover!ome performan!e o'sta!les%

re1pra!ti!e 'riefso 6essions in +hi!h team mem'ers esta'lish their roles and

responsi'ilities and performan!e expe!tations prior to a team pra!ti!e

session

"onditions of a practice during training

 

,assed vers)s distri')ted pra!ti!eo  Training is oered in a single session or spread o)t

  hole vers)s part learningo  Training materials are presented all at on!e or one part at a time

 

5verlearningo epeated pra!ti!e after master$ so that the 'ehavio)r 'e!omes

a)tomati! 

/)tomati!it$: the performan!e of a s.ill to the point at +hi!h

little attention from the 'rain is re-)ired to respond !orre!tl$   Tas. se-)en!ing

o  Training material is divided* organi"ed and presented in a logi!alse-)en!e of s)'tas.s

  Feed'a!. or .no+ledge of res)ltso roviding trainees +ith information and .no+ledge a'o)t their

performan!e on a training tas.%

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4ctive learning and adaptive e7pertise

 Training individ)als to reprod)!e spe!i! 'ehaviors in similar settings and sit)ationsis .no+n as routine e7pertise and is the traditional approa!h to learning%

3)t this approa!h is not al+a$s ee!tive +ith more !omplex (o's that re-)ire

more !reativit$ andJor are sit)ated in d$nami! environments%

4daptive e7pertise involves the a'ilit$ to )se .no+ledge and s.ills a!ross a 'roadrange of tas.s* settings* and sit)ations%

4daptive 'earning is a training approa!h +here the on)s is p)t on the trainees to!ontrol of their o+n learning experien!e%

&nvolves explorator$Jdis!over$ learning +here trainees are given theopport)nit$ to explore and experiment +ith the training tas.s to infer andlearn the r)les* prin!iples and strategies for ee!tive tas. performan!e%

 This diers from pro!ed)rali"ed instr)!tions +here trainees are provided +ithstep1'$1step instr)!tions

Error training Error avoidant training Error management

instructions Training that expli!itl$

allo+s trainees to ma.e

errors +hile learning to

perform a tas.

 Training that expli!itl$

avoids or minimi"es

trainee errors +hile

learning to perform a tas.

6tatement that emphasi"e

the positive f)n!tion of

errors

/dvantage of error training:

For!es people develop tho)ghtf)l strategies Deeper pro!essing of information 7reater pra!ti!e Learn error re!over$ strategies 7reater exploration

The lesson Planis a 'l)eprint that o)tlines the training program in terms ofse-)en!e of a!tivities and events that +ill ta.e pla!e%

'essons plan are important because 'esson plan cover pages should

includeEns)re training is dire!ted to+ard

solving real pro'lems

 Training o'(e!tives

5rgani"e the se-)en!ing and !omplexit$

of the !ontent

 Trainees and instr)!tor

Enhan!e the !redi'ilit$ of the training Time allo!ation and lo!ationFoster smooth operation of training

a!tivities

Classroom re-)irements and seating

8elp !ontrol !osts of training design and

deliver$

 Training materials and e-)ipment

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Fa!ilitate !ompetition for f)nding Trainee s)pplies and hando)ts3agnes event of instruction

roposed = events of instr)!tion that sho)ld 'e !ontained in ever$ training programin order to ens)re its ee!tiveness%

7ain attentiono 7et the trainees interested and motivated to initiate training

Des!ri'e the o'(e!tiveso 6et the expe!tations of the trainees and esta'lish ho+ this relates to

their needs 6im)late re!all of prior .no+ledge

o )e)e prior .no+ledge and ho+ it relates to ne+ training material resent material to 'e learned

o 5rgani"ation and presentation of material sho)ld 'e done in a logi!aland !onsistent manner

rovide g)idan!e for learningo ee!ts )se of meta!ognitive strategies* attentional advi!e and

advan!e organi"ers Eli!it performan!e pra!ti!e

o ee!ts the importan!e of a!tive pra!ti!e rovide informative feed'a!.

o rovides trainees +ith an idea of +hat the$ )nderstand +ell and +hatthe$ need to +or. on

/ssess performan!eo Lin.s training o'(e!tives to trainee learning and performan!e on the

 (o'

Enhan!e retention and transfero Ens)re that trainees .no+ ho+ the training material !an 'e )sed and

applied on the (o'

7agnes events of &nstr)!tion

7agne#s theor$ of instr)!tion +as developed '$ o'ert ,% 7agne%

&t is made )p of !omponents:

/ taxonom$ of learning o)t!omeso Cognitive domain

Cognitive strategies

&ntelle!t)al s.ills Her'al information

o /e!tive domain /ttit)des

o s$!homotor domain ,otor s.ills

Conditions of learning Nine events of instr)!tions

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o 7aining attentiono &nforming learners of o'(e!tiveso 6tim)lating re!all of prior learningo resenting the stim)l)so roviding learning g)idan!eo roviding feed'a!.o Eli!iting performan!eo /ssessing performan!eo Enhan!ing retention and transfer

Universal Design involves the design of prod)!ts and environments to 'e )sea'le '$all people +itho)t need for adaptation or spe!iali"ed design%

Universal design for ed)!ation:

Ens)re a!!essi'ilit$ &n!orporated exi'ilit$ &nstr)!tion and design are straightfor+ard and int)itive

&nstr)!tional methods are ee!tive and !lear Fosters a s)pportive learning environment ,inimi"es )nne!essar$ tas.s and re-)irements Ens)res ade-)ate and appropriate spa!e

*hat does universal design loo+ li+e1

E2uitable use0 the design is )sef)l and mar.eta'le to people +ith diverse a'ilities

rovides the same means of )se for and appeal to all )sers: avoidsegregating* provide for priva!$* se!)rit$ and safet$ for all%

o Example: ph$si!al: !)r' !)ts 'enet )sers of +heel!hairs* 'a'$

strollers* deliver$ !arts* +al.ers and 'i!$!leso C)rri!)lar: ta.e1home tests* !opies of notes posted on a +e'siteo  Te!hnologi!al: +e'sites that in!orporate alt tags on all graphi! images

,le7ibility in use0 the design a!!ommodates a +ide range of individ)alpreferen!es and a'ilities

rovides !hoi!e in methods of )se and fa!ilitate the )sers a!!)ra!$ andpre!ision* ass)re !ompati'ilit$ +ith a!!ommodations and adapta'ilit$ to the)sers pa!e%

o Example: ph$si!al: +ater fo)ntains !an 'e approa!hes from all sidesand oer options for t)rning on the +ater

o C)rri!)lar: options for preparing a pro(e!t individ)als or +or.ing in agro)p

o  Te!hnologi!al: ele!troni! les that !an 'e read on1line

!imple and intuitive use0 the design is eas$ to )nderstand regardless of the)sers experien!e* .no+ledge* lang)age s.ills or !on!entration level

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Eliminates )nne!essar$ !omplexit$* 'e !onsistent +ith )ser expe!tations andint)ition* and a!!ommodate a +ide range of lang)age s.ills* arrangeinformation in order of importan!e and in!orporate prompts and feed'a!.

o Example: ph$si!al: !amp)s !amps that in!orporate !olors* graphi!sand simple !lear text

o C)rri!)lar: simple !o)rse s$lla')s that )ses a !lear la$o)t and font andminimi"es (argon

o  Te!hnologi!al: ele!troni! 'an. tellers that provide the opport)nit$ tosele!t a lang)age preferen!e

Perceptible )nformation0 the design !omm)ni!ates ne!essar$ informationee!tivel$* regardless of am'ient !onditions of the )sers sensor$ a'ilities

&n!orporates a variet$ of modes for red)ndant presentation of essentialinformationG provide !ontrast 'et+een essential information and itss)rro)ndings* ass)re !ompati'ilit$ +ith te!hni-)es and devi!es )sed '$people +ith sensor$ limitations

o Examples: ph$si!al: elevators that indi!ate oors +ith 'oth lights and

so)ndso C)rri!)lar: !lass presentations that s)pplement the le!t)re +ith po+er

point slides to deliver information 'i1modall$o  Te!hnologi!al: !omp)ter operating s$stems that allo+ for

!)stomi"ation 'ased on preferen!e for loo.* feel and )se%

Tolerance for error0 the design minimi"es ha"ards and the adverse !onse-)en!esof a!!idental or )nintended a!tions

,inimi"es errors thro)gh the arrangement of elements '$ pla!ing the most)sed elements in the most a!!essi'le lo!ation and eliminating shieldingha"ardo)s elements* in!l)de +arning and fail1safe feat)res* dis!o)rage

)n!ons!io)s a!tions in tas.s that re-)ire vigilan!e%o Examples: ph$si!al: irons that t)rn themselves o +hen left

)nattended for an extended period of timeo C)rri!)lar: the opport)nit$ to t)rn in a draft for feed'a!. prior to

!ompleting the nal papero  Te!hnologi!al: the )ndo or 'a!. .e$s in !omp)ter appli!ations

'o( physical e6orts0 the design !an 'e )sed e9!ientl$ and !omforta'le and +itha minim)m of fatig)e

/llo+s )sers to maintain a ne)tral 'od$ position* )se reasona'le operatingfor!e* and minimi"e repetitive a!tions and s)stained ph$si!al eort%

o Example: ph$si!al: po+er doors or door levers in repla!ement of door.no's

o C)rri!)lar: !o)rse material in 1ring 'inders so that se!tions of text*rather than the !omplete heav$ 'oo.* !an 'e 'ro)ght to !lass

o  Te!hnologi!al: split .e$'oards* tra!. 'alls* !op$Jpaste !omp)terappli!ation f)n!tions

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!ie and space for approach and use0 the design provides appropriate si"e andspa!e for approa!h* rea!h* manip)lation and )se regardless of )sers 'od$ si"e*post)re or mo'ilit$%

rovide a !lear line of sight to important elements and ass)re !omforta'lerea!h for an$ seated or standing )ser* a!!ommodate variations in hand and

grip si"eG provide ade-)ate spa!e for assistive devi!es and personalassistan!e

o Example: ph$si!al: height ad()sta'le le!terns* planned spa!e andlighting in a)ditori)ms for sign lang)age interpreters

o C)rri!)lar: )se of an overhead pro(e!tor or po+er point slides to avoidtal.ing to a 'la!.'oard

o  Te!hnologi!al: height ad()sta'le !omp)ter +or. stations

Lesson S: 51the1(o' training deliver$

 This lesson presents the advantage and disadvantages of the most !ommon o1the1 (o' training deliver$ methods% The$ are presented in in!reasing order of traineeinvolvement%

Le!t)re Dis!)ssion /)di1vis)al methods Case st)d$

Case in!ident 3ehavior modeling ole pla$ 7ames 6im)lations /!tion learning

'ecture0 trainer organi"es !ontent and presents orall$ G little listener involvement

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4dvantage Disadvantage Transfer large amo)nts in short time%

,inimal !osts to prod)!e

Not ee!tive for development of

s.illsJ!hange of attit)desListeners all get the same message For!ed passive learning

Does not a!!ommodate dieren!e

among parti!ipants6!hed)les aren#t al+a$s exi'le

4udio visual0le!t)res !an 'e s)pplementedJenhan!ed +ith a)dio1vis)al methods

4dvantage DisadvantageCan 'e )sed to ill)strate 'ehavio)r ,ight 'e a tenden!$ to emphasi"e st$le

over s)'stan!e8ighlight .e$ points Cost in!reases +ith )seControl pa!e of learning

Discussion0 leader fa!ilitates anal$sis of a pro'lem or !ase% The$ have ? p)rposes

8elps mem'ers re!ogni"e +hat the$ do not .no+ ')t sho)ld 5pport)nit$ for mem'ers to get ans+ers to -)estions /llo+s mem'ers to get advi!e on !on!erns /llo+s sharing ideas and deriving a !ommon +isdom a$ to learn a'o)t one another

"ase study0 st)dents dis!)ss* anal$"e and solve pro'lems 'ased on real sit)ations

5'(e!tiveso &ntrod)!e realism into learningo Deal +ith variet$ of pro'lems* goals* fa!ts* !onditions and !oni!tso  Tea!h ho+ to ma.e de!isionso  Tea!h !reativit$* thin. independentl$

e-)irementso 6t)dentsJtea!hers m)st have -)ali!ations to anal$"e materialo /ppropriate time m)st 'e providedo /tmosphere m)st 'e s)pportive

6t$lesJmethodso 6ingle pro'lem vs m)ltiple sit)ationso ritten* a)dio1vis)al* live !aseJoperational !ons)lting

"ase incident0 this method presents one part of an organi"ations pro'lem foranal$sis

4dvantages DisadvantagesUsef)l to stress one topi! of !on!ept La!. of 'a!.gro)nd material6hort* so !an 'e read d)ring training

session

ro'lemati! for people +ith limited +or.

experien!eed)!es ee!t of dieren!es in reading

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times Trainees !an dra+ on their o+n

experien!es

Behavior modeling0 this method demonstrates .e$ 'ehavior that trainees o'serve

and attempt to repli!ate

7ood for learning s.ills and 'ehaviors* not for fa!t)al information Used often for tea!hing interpersonal s.ills

3ased on 4 learning prin!iples

5'servation ehearsal einfor!ement  Transfer

Role play trainees pra!ti!e ne+l$ learned s.ills in a safe environment% Hario)sforms of role pla$ exist% Three phases:

>% development2% ena!tment% de'rieng ;sho)ld ta.e 21 times longer than ena!tment<

4dvantages DisadvantagesUsef)l for a!-)iring s.ills in h)man

relations and !hanging attit)des

 There ma$ 'e resistan!e to parti!ipating

e-)ires a!tive parti!ipation

3ames0 a!tivities !hara!teri"ed '$ str)!t)red !ompetition that allo+ trainees tolearn spe!i!1s.ills%

 Tend to fo!)s on development of pro'lem1solving* interpersonal s.ills andde!ision1ma.ing s.ills

&n!orporate learning from experien!e* a!tive pra!ti!e and dire!t appli!ation toreal pro'lems

Disadvantage: possi'ilit$ of learning +rong things* +ea. relation to trainingo'(e!tives and emphasis on +inning

!imulations )se of operating models of ph$si!alJso!ial events designed torepresent realit$%

Used to re!reate sit)ations '$ simplif$ing them Used +hen training in real +orld might involve danger or extreme !osts E-)ipment sim)lators: me!hani!al devi!es similar to those on the (o'

4dvantages Disadvantagesealisti! and sometimes !ost ee!tive Expensive to develop and stage5pport)nit$ to experien!e man$

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sit)ations and get performan!e feed'a!.

Fidelit$ of the sim)lation is a .e$ that ae!ts transfer of learning to ones +or.%

h$si!al delit$: similarit$ of ph$si!al aspe!ts of the sim)lation to a!t)al (o'

s$!hologi!al delit$: similarit$ of ps$!hologi!al !onditions of the sim)lationto a!t)al +or. environment

'earning0 & hear* & .no+* & see* & remem'er* & do* & )nderstand

/!tion learning !onsists of a pro!ess in +hi!h the learner performs a given a!tivit$*then anal$"es their a!tions in order to improve on their performan!e% The learnerrepeatedl$ performs the tas. and t$pi!all$ o'tains feed'a!. from a small gro)p ofindivid)als

/!!ept !hallenge of st)d$ing and solving real pro'lems* a!!ept responsi'ilit$ forsol)tions:

/dvantages: test theories in the real +orld &nvolves identif$ing real pro'lems* developing sol)tions* testing them and

eval)ating !onse-)en!es Challenges trainees from passive information re!eivers to pro'lem solvers

*hich is best1

 The more highl$ involved the trainee in the learning pro!ess and the moretraining sit)ation resem'les the (o'* the more li.el$ it is that transfer +illo!!)r

Ee!tiveness of a training method depends on its a!hievements of trainingo'(e!tives

,ost ee!tive training program )tili"e more than one methodG .no+n as'lended learning

o &n 'lended learning* a mix of deliver$ methods are )sed to s)it theo'(e!tives* learner needs and organi"ational reso)r!es

o  This allo+s for more exi'ilit$ +ith the st$le and method that the$prefer and more trainer exi'ilit$ in the method to )se to a!hieve aparti!)lar learning o)t!ome

 There are ho+ever fa!tors to !onsider* s)!h as

 Training o'(e!tives Cost and reso)r!e availa'ilit$

5n1the1(o' appli!ation  Trainer s.ills and preferen!es  Trainee !hara!teristi!s and preferen!e

o /ptit)de treatment intera!tion: +hen a training method has dierentialee!ts on trainees +ith dierent aptit)des

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Lesson =: 5n1the1(o' training Deliver$

 Trainees re!eive instr)!tion and training in their +or. environment from as)pervisor or experien!ed !o+or.er%

Espe!iall$ )sef)l for small ')sinesses ,ost !ommon approa!h for training ,ost mis)sed

o 5ften not +ell planned or str)!t)red

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o eople assigned to train have no training to 'e trainerso otential transfer of )ndesira'le ha'itsJattit)des

6tr)!t)red approa!h more ee!tive

On the @ob training methods

 This lesson presents the advantages and disadvantages of the most !ommon on1the1(o' training deliver$ methods

 Po' instr)!tion training erforman!e aid  Po' rotation /pprenti!eship Coa!hing ,entoring

 @ob instruction training0 Formali"ed* str)!t)red and s$stemati! approa!h to on1the1(o' training% There are 4 steps%

>% reparationa% Develop !omm)ni!ation strateg$ that ts trainee%'% Determine +hat trainee alread$ .no+s and nat)re of the tas.s to 'e

performed!% 6tages:

i% )t trainee at easeii% 7)arantee the learningiii% 3)ild interest and sho+ personal advantage

2% &nstr)!tiona% Telling* sho+ing* explaining and demonstrating the tas.s'% 6ho+ trainee ho+ to perform the tas.s

!% epeat and explain .e$ points in detaild% /llo+ trainee to see +hole (o' again% erforman!e

a% Trainee performs tas.s )nder g)idan!e from instr)!tor +ho providesfeed'a!. and reinfor!ement

'% /s. trainee to perform less di9!)lt parts of (o'!% /llo+ trainee to perform entire (o'

4% Follo+1)pa% Trainer monitors performan!e and provides feed'a!.'% 7rad)all$ tapers o instr)!tion as emplo$ee gains !onden!e and s.ill

&n order to s)!!eed* 5PT sho)ld not 'e managed dierentl$ from other t$pes of training 5PT sho)ld 'e integrated +ith other training 5+nership m)st 'e maintained  Trainers m)st 'e properl$ !hosen and trained Used as an in!entive for re!r)itment and emplo$ee retention

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Performance 4ids0 devi!es that help an emplo$ee perform hisJher (o'%;6ignsJprompts* tro)'leshooting aids* spe!ial tool or ga)ge* ash !ards* posters or!he!.list<

Kno+n as (o' aids or (o' performan!e aids 7ood training design identies .e$ information that m)st 'e retained in the

individ)al mind vers)s information that is seldom )sed or !an 'e a!!essed onthe (o'% The letter is a !andidate for performan!e aids

 @ob rotation0

 Trainees are exposed to man$ (o'* f)n!tions and areas +ithin an organi"ation 5ften )sed as an ongoing !areer1development program 5'(e!tive: to learn a variet$ of s.ills re-)ired for !)rrent and f)t)re (o's 3enets:

o &mproved .no+ledge and s.illso 8igher (o' satisfa!tion and salar$o ,ore opport)nities for !areer advan!ement

ole: (o' rotation sho)ld 'e onl$ one !omponent of a training program andlearning pro!ess and s)pplemented +ith !lassroom instr)!tion and !oa!hingand mentoring%

4pprenticeship programs

 Training for s.illed trades that !om'ine 5PT and !lassroom instr)!tiono 5n the (o' !omponent tea!hes re-)isite s.illso Classroom !omponent tea!hes theor$ and design

&n Canada* apprenti!eship s$stem !overs over M? reg)lated o!!)pations in 4o!!)pational se!tors: !onstr)!tion* motive po+er* ind)strial and servi!e%

Diers from other methods in that it is reg)lated thro)gh partnership

'et+een government* la'o)r and ind)str$%o Federal government: fa!ilitate interprovin!ial mo'ilit$* pa$s t)ition for

in1s!hool training* provides in!ome s)pport d)ring in1s!hool period*provides tax !redits to emplo$ers and apprenti!es

o rovin!ial government: reg)lates and administers programs* pa$s fors!hool programs* promotes programs and develops !)rri!)l)m*provides tax !redits to emplo$ers and apprenti!es

o &nd)str$: sponsors apprenti!es* pa$s for on the (o' training period*provides and pa$s !osts of on the (o' training

o La'o)r: promotes programs and develops !)rri!)l)m ,)!h of !anada#s apprenti!eship s$stem remains o)t of date rogram enhan!ementJexpansion are .e$ elements in meeting needs of

!)rrentJf)t)re ind)stries ,)st address spe!ial needs of ne+ la'o)r gro)ps

"oaching0 method in +hi!h a seasoned emplo$ee +or.s !losel$ +ith anotheremplo$ee to develop insight* motivate* ')ild s.ills* and to provide s)pport thro)ghfeed'a!. and reinfor!ement%

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Ee!tive in training interpersonal s.ills* !omm)ni!ation s.ills* leaderships.ills* and self1management s.ills

&ndivid)al: improves +or.ing relationships* (o' attit)des* in!rease rate ofadvan!ement and salar$ in!reases

5rgani"ation: in!reases in prod)!tivit$* -)alit$ !)stomer servi!e* retention*de!reases in !)stomer !omplaints* !osts%

Ke$ elements:

>% /greed )pon plan or set of o'(e!tives2% or. environment is training la'orator$

6teps:

>% initial dis!)ssion* setting o'(e!tives2% opport)nities identied* long1term plan set% emplo$ee performs tas.s* reports to !oa!h4% pro!ess tted into emplo$ees goals and organi"ations long1term strategies

Techni2ues )ssues (ith coaching include6pe!ial pro(e!t assignment Coa!h m)st 'e sele!ted 'ased on a'ilit$*

motivation and availa'ilit$ and mat!hed

+ith the emplo$ee Po' rotation Coa!hing sho)ld 'e part of 'roader

pro!essDesign method or s!hed)le of

representation

erforman!e of the !oa!h sho)ld 'e

integrated into performan!e

management for that individ)al Po' redesigningJrestr)!t)ring Po' enlargementConferen!e* attendan!e* professional

mem'erships* tea!hingJp)'lishing*

professional so!ieties

Mentoring0 method in +hi!h senior mem'er of an organi"ation ta.es a personalinterest in the !areer of a ()nior mem'er

,entor: experien!ed individ)al +ho provides !oa!hing and !o)nseling to a ()nioremplo$ee

2 roles:

!areer s)pport ps$!hologi!al s)pport

,ore fo!)sed than !oa!hing

Benets )ssues/!!elerate !areer progress of

)nderrepresented gro)ps

Ens)re !larit$ of roles and expe!tation

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 Transmit !)lt)re and val)es to ne+er

managers

Choose mentors !aref)ll$

ass on a!!)m)lated +isdom of

seasoned leaders

,at!h mentors and protVgVs +ith !are

 Train 'oth mentors and protVgVs

6tr)!t)re the mentoring relationshipEns)re s)pport from management&n!l)de 'enets for mentors

On the =ob A! o6 the =ob

O6 the =ob training methods On the =ob training methods/dvantages:

Can )se +ide variet$ of training

methods Can !ontrol training environment Large n)m'ers of trainees !an 'e

trained at on!e

/dvantages:

Lo+er !ost 7reater li.elihood of appli!ation of 

training on the (o'

Disadvantages:

Can 'e m)st more !ostl$ than on

the (o' training 3e!a)se training environment

diers from +or.pla!e* there are

!hallenges regarding transfer of

training

Disadvantages:

Distra!tion in +or. environment

d)ring training otential for damage +hen

training on a!t)al e-)ipment% Disr)ption of servi!e or slo+do+n

of prod)!tion d)ring training

otential safet$ iss)es

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Lesson >0: Te!hnolog$1'ased Training Deliver$

 Te!hnolog$ 3ased Training involves the )se of te!hnolog$ to develop* deliver andmanage !o)rses or learning !ontent%

•  This diers from traditional1'ased training methods that do not involvete!hnolog$* s)!h as instr)!tor1led !lassroom training* self1st)d$ andseminars%

&t ma.es )se of dierent me!hanisms to deliver learning !ontent

• 5nline !o)rses delivered via net+or. or lo!al media

•  Tele!onferen!e

• Hideo!onferen!e

•  Television

• Hirt)al !lassroomJmeetings

• ,o'ile devi!es• 6o!ial !omp)ting platforms

• Digital !olla'oration

Training Delivery Methods

"omputer based training

 Training that is delivered via the

!omp)ter for the p)rpose of tea!hing

 (o'1relevant .no+ledge and s.ills%

• &ntera!tive training experien!e in

+hi!h the !omp)ter provides thestim)l)s* the trainee responds*

and the !omp)ter provides

feed'a!. 'ased on the response%• 5lder term that designated

deliver$ of training via stand1

alone !omp)ters• &n a!ademi! !ir!les* this term is

s$non$mo)s +ith !omp)ter1

assisted instr)!tion%• &n!l)des stand alone appli!ations*

!d1rom 'ased soft+are

E8learning

 The )se of !omp)ter net+or. te!hnolog$

s)!h as the intranet or internet to deliver

information or instr)!tions to individ)als

• ,ore re!ent* 'roader term

designating the )se of digitalmedia for training* )s)all$ via

net+or.s%• No !onsens)s on its denition* nor

its spelling% The a)thors of the

text'oo. des!ri'e e1learning as a

s)'set of !omp)ter1'ased

training* +hereas others see C3T

as one +a$ of delivering e1

learning• &n!l)des +e'1'ased !o)rses*

des.top !onferen!ingElectronic Performance !upport

!ystem

/ !omp)ter 'ased s$stem that provides

information* advi!e and learning

experien!e on the (o' to improve

performan!e%

Aideoconferencing

Lin.ing an expert or trainer to

emplo$ees via t+o1+a$ video )sing

satellite or net+or. te!hnolog$

• 5ne to man$

• ,an$ to man$

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• /!!essed '$ emplo$ee +hen

needed to get the information to

!omplete a given tas.%

• Hideo!onferen!ing over the

internet is often referred to as

des.top or +e' !onferen!ing

;s.$pe* msnW<

E1learning more denitions

• &nstr)!tion and deliver$ of training '$ !omp)ter online thro)gh the internet or+e'

• efers to the )se of a !omp)ter and internet te!hnolog$ to deliver and a!!essa 'road arra$ of sol)tions to enhan!e .no+ledge and performan!e

• /n$ form of learning that )tili"es a net+or. for deliver$ intera!tion orfa!ilitation

• / +ide set of appli!ations and pro!esses* s)!h as +e'1'ased learning*

!omp)ter1'ased learning* virt)al !lassrooms and digital !olla'oration% &tin!l)des the deliver$ of !ontent via the internet* a)dio1video tape* satellite'road!ast* intera!tive tv and the !d1rom%

E1learning in Canada

 The past de!ades has seen a signi!ant gro+th in e1learning in Canadian s!hoolsand ')sinesses% This has 'een the res)lt of:

• Evol)tion of digital te!hnologies that !an foster intera!tive environments andthe )se of media on the +e'%

• 7lo'ali"ation and the .no+ledge 'ased so!iet$

• &n!reased a'ilit$ and aorda'ilit$ of high1speed net+or.s

• &n!reased availa'ilit$ of -)alit$ e1learning servi!es* platforms* !ontent andprod)!ts

• ,ore te!h1savv$ and demanding internet !ons)mers

&n addition to the learners* the sta.eholders involved in e1learning in!l)de:instr)!tors* instit)tions* !ontent providers* te!hnolog$ providers* a!!reditors andemplo$ers%

Modes of e8learning

)nstructor led training !elf8directed learning

• &nstr)!tor led training involves an

instr)!tor or fa!ilitator +ho* in the

!ase of te!hnolog$ 'ased training*

might lead* fa!ilitate or tea!h

online•  This t$pe of training re-)ires that

st)dents log in and parti!ipate at

a spe!i! time

• 6elf dire!ted learning is a pro!ess

in +hi!h the individ)al identies

the reso)r!es ne!essar$ to learn*

and then manages their o+n

learning•  This t$pe of training is t$pi!all$

availa'le to learners at an$ time*

from +herever the$ ma$ 'e

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• &nstr)!tion is oered in real1time

;live

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• /ltho)gh it is asso!iated +ith the ipod* the +ord pod!ast existed 'efore applereleased its mp plater%

i.i a +e' appli!ation +hi!h allo+s its )sers to !reate and edit +e' pages ver$-)i!.l$ from an$ +e' 'ro+ser% The +ord !omes from the 8a+aiian term +i.i +i.i*+hi!h means -)i!.

e' 2%0 +e' appli!ations that foster sharing )ser1generated !ontent%

 There are ? m$ths a'o)t e1learning

>% E1learning re-)ires less st)d$ time than more traditional deliver$ methods2% D)e to its exi'ilit$ and !onvenien!e* e1learning a!tivities do not need to 'e

s!hed)led in advan!e% /ll online learners have the !hara!teristi! and motivation to st)d$ and

pra!ti!e in a self1dire!ted* independent learning environment4% /ll learners have the pre1re-)isite s.ills to s)!!eed in an e1learning

environment?% /ll e1learning programs are legitimate and are from rep)ta'le organi"ations

4dvantages for trainee

 

 Trainee !an learn o)tside the +or.pla!e

   Trainee !an learn at their des.top

 

rogress at their o+n pa!e

 

Flexi'ilit$ and !onvenien!e

8as a ')ilt1in g)idan!e s$stem

  /vaila'le all the time

 

rovides priva!$

 

7reater !ontrol over their o+n learning experien!e

  ed)!ed travel time and !ost for learners  5pport)nit$ for repeated pra!ti!e and revie+

4dvantages for organiation

• /ll trainees re!eive the same training

• Large n)m'ers !an 'e trained in a short periodo  Train a!ross the glo'eo  Tra!. trainees performan!eo &n!rease e9!ien!ies and !ost savingso Flexi'ilit$ and !onvenien!eo Can 'e strategi!

• /n investment to s)pport ')siness strategies s)!h as time1'ased!ompetition* in!rease !)stomer lo$alt$%

Technology8based training 0 disadvantages

Trainee0

• Less interpersonal !onta!t – potential !omp)ter illitera!$

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• &n!reases anxiet$o 5nline degrees not $et seem as e-)ivalent to those attained via more

traditional methodso Loss of hand raising a'ilit$

Organiation0

 

esistan!e to te!hnolog$1'ased learningo Cost and !omplexit$ of developmento 5'soles!en!e d)e to evol)tion of te!hnolog$o La!. of o+nership or !ontrol of the !ontent

 

Content is often developed '$ external vendorso &nee!tive for !ertain training !ontento ho got the message

 

Loss of non1ver'al !)es* no idea +ho re!eived anno)n!ements and importantmessages%

Ho( e6ective is technology8based training1

Comparative st)dies 'et+een e1learning and !lassroom instr)!tion have $ielded!oni!ting res)lts

,a(orit$ !on!l)de that there is no signi!ant dieren!e 'et+een the t+o methods%

 Te!hnolog$ 'ased training seems ee!tive for !ognitive learning of less !omplexmaterial

Not as ee!tive for learning !omplex material* soft s.ills ps$!homotor s.ills or teams.ills

 Trainee motivation pla$s a signi!ant role%

Drop o)t rates are higher in online !o)rses% 6t)dents enroll in online !o)rses for the+rong reasons%

!trategies for ma+ing technology based training e6ective

>% Develop (o'1fo!)sed !)rri!)l)m2% ,a.e learning intera!tive% 5er s)pport material4% repare learners

?% repare managersM% 6)pport learnersB% ,onitor and report res)ltsS% Eval)ate=% Enhan!e the !o)rse>0%&dentif$ f)t)re training needs

Learning and retention is fostered '$ in!orporating the prin!iples of so)ndinstr)!tional design in the design of te!hnolog$ 'ased training%

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  s  n    t   n   

• &n!orporate prin!iples of ad)lt learning

• /!tive pra!ti!e

• Conditions of pra!ti!e

• ,a.e training experiential and intera!tiveo 7ames

o Comp)ter sim)lationso ole pla$o 6torieso 6!enarios

C)stomi"ation: tailoring instr)!tional elements to meet trainee preferen!es andneeds%

ersonali"ation: str)!t)ring the program so that trainees feel that the$ are engaged%

Lesson >>: The Eval)ation of Training

&t is the pro!ess to assess the val)e of training programs to emplo$ees and toorgani"ation%

• &nvolves the anal$sis of data !olle!ted from trainees* s)pervisors and thro)gh

other sta.eholders or forms of meas)rement• 5'(e!tive and s)'(e!tive information is gathered at dierent points: 'efore*

d)ring and after training%

h$ !ond)!t training eval)ations

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• /ssist managers in identif$ing +hat and +ho sho)ld 'e trained

• Determine !ost1'enets of a program

• Determine if training program has a!hieved expe!ted res)lts

• Diagnose strengths and +ea.nesses of a program and pinpoint neededimprovement

o

efer to /DD&E !$!le and re1eval)ate to see if improvements+or.ed%•  P)stif$ and reinfor!e the val)e of training

Barriers to training evaluation

>% ragmati!: re-)ires time to organi"e the !olle!tion of the data and spe!iali"ed.no+ledge to properl$ anal$"e and interpret it

2% oliti!al: press)re from administration to ()stif$ the !osts* potential to revealinee!tiveness of training* !oni!t of interest%

The types of Training Evaluation

Eval)ations ma$ 'e disting)ished from ea!h other in 2 +a$s

>% The data gathered and anal$"eda% Trainee per!eptions* learning and 'ehavio)r at the !on!l)sion of

training'% /ssessing ps$!hologi!al for!es that operate d)ring training!% &nformation a'o)t the +or. environment

i% Transfer !limate and learning !)lt)re2% The p)rpose of the eval)ation

 TXE6 5F T/&N&N7 EH/LU/T&5NFormative eval)ations:

rovide data a'o)t vario)s aspe!ts of atraining program%

•  Tend to fo!)s on the !ontent and

ho+ it is presented +ith the goal

of improving it• 3ased on feed'a!. re!eived

d)ring the design and

development of the learning

experien!e

Can 'e !arried o)t on a reg)lar 'asis or

at a time of a given in!ident or pro'lem• 5f greater interest to instr)!tors

and instr)!tional designers

6)mmative eval)ation:

rovide data a'o)t the +orthiness oree!tiveness of a training program

• 3ased on eviden!e gathered at

the !on!l)sion of the training

intervention•  Tend to fo!)s on nan!ial 'enets

to organi"ation• 5f greater interest to managers

and administrators

Des!riptive eval)ations

rovide information that des!ri'es the

trainee on!e he or she !ompleted a

training program%

Cas)al eval)ations:

rovide information to determine if

training !a)sed the post1training

'ehavior%

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,our methods of Training Evaluation

 

Kir.patri!.#s 8ierar!hi!al ,odel:o )'lished his ideas a'o)t the eval)ation of learning in >=?= in a series

of arti!les he +rote% 8e later p)'lished them in a >=B? 'oo. titlesEval)ating Training rograms

o  The fo)r levels of training eval)ation remains to this da$ the seminalmodel )sed in the training ind)str$

'evel %0 Reactions    Trainee per!eptions of the training

program andJor spe!i! aspe!ts of 

the !o)rseJexperien!e ,ethods: the smile$ sheet* post1

training s)rve$'evel 0 'earning   trainee a!-)isition of the program

material  ,ethods: 'efore and after

assessments'evel C0 Behaviors   Extent to +hi!h the ne+

.no+ledge and s.ills are applied

to the (o'  ,ethods: o'servation and

intervie+s* self1reports* s)pervisor

reports* prod)!tion re!ords'evel 0 Results    The ee!t on the ')siness or the

+or. environment '$ the trainee  ,ethods: expenses* reven)es

sales* and other existing ')siness

meas)res%

Ea!h in!rease in the level of eval)ation also in!reases the !omplexit$ of themeas)rements and the !osts asso!iated +ith it% Her$ fe+ of the organi"ationss)rve$ed !arried o)t high1level eval)ations% ,ost )se of Kir.patri!. level one* ')tonl$ to improve the overall eorts* not ne!essaril$ to improve performan!e%

&n a st)d$ '$ the !onferen!e 'oard of Canada* a'o)t B?@ of ')sinesses eval)ate atlevel > trainee rea!tions* eval)ate learning at level 2* >?@ assess !hanges in'ehavior in level and ver$ fe+ loo. at res)lts in level 4% 5verall* eval)ation has'een de!lining li.el$ d)e to 'arriers to eval)ation%

Kir.patri!.#s 4 levels Common Criti-)es

8is g)idelines are not +itho)t !riti!s%

 There is do)'t a'o)t the validit$* 'e!a)se there is no eviden!e of !orrelation'et+een the levels%

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 There is ins)9!ient diagnosti!%

elian!e on the same varia'le and o)t!ome meas)res%

 There la!.s !larit$ and it isn#t a one si"e ts all model%

C5,/ ,odel: a training eval)ation model that involves the meas)rement offo)r t$pes of varia'les%

o Cognitiveo 5rgani"ational Environmento ,otivationo /ttit)des

 The C5,/ model improves on Kir.patri!.#s model in +a$s%

o &ntegrates a greater n)m'er of meas)reso ,eas)res are !as)all$ related to training s)!!esso Denes varia'les +ith greater pre!ision

De!ision13ased eval)ation model: a training eval)ation model that spe!iesthe target* fo!)s and methods of eval)ation%

o &t goes f)rther than either of the t+o pre!eding models &dentif$ing the target eval)ation 7eneral to an$ eval)ation goals Flexi'ilit$: g)ided '$ target of eval)ation

 The learning Transfer 6$stem &nventor$: !ontains all of the varia'les from

C5,/ pl)s additional ones s)!h as learner* readiness* resistan!eJopenness to!hange and opport)nit$ to )se learning%

Training Evaluations Aariables

ea!tions:o /e!tive rea!tions: meas)res that assess trainees li.es and disli.es of

a training programo Utilit$ rea!tions: meas)res that assess the per!eived )sef)lness of a

training program

Learning:o Learning o)t!omes !an 'e meas)red '$:

De!larative learning: refers to the a!-)isition of fa!ts andinformation and is '$ far the most fre-)entl$ assessed learningmeas)re

ro!ed)ral learning: refers to the organi"ation of fa!ts andinformation into a smooth 'ehavioral se-)en!e

3ehavior:

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o 3ehaviors !an 'e meas)red )sing approa!hes 6elf reports 5'servations rod)!tions indi!ators

,otivation:o  T+o t$pes of motivation in the training !ontext

,otivation to learn ,otivation to appl$ the s.ill on the (o'

6elf1e9!a!$:o efers to the 'eliefs that trainees have a'o)t their a'ilit$ to perform

the 'ehaviors that +ere ta)ght in a training program er!eivedJanti!ipated s)pport:

o  T+o important meas)res of s)pport are: er!eived s)pport: the degree to +hi!h the trainee reports

re!eiving s)pport in attempts to transfer the learned s.ills /nti!ipated s)pport: the degree to +hi!h the trainee experts to

'e s)pported in attempts to transfer the learned s.ills

5rgani"ational per!eptions:o  T+o s!ales designed to meas)re per!eptions:

 Transfer !limate: !an 'e assessed via a -)estionnaire thatidenties eight sets of !)es

Contin)o)s learning !)lt)re: !an 'e assessed via -)estionnairepresented in trainers note'oo.

o  Transfer !limate !)es in!l)de 7oal !)es 6o!ial !)es  Tas. and str)!t)ral !)es ositive feed'a!.

Negative feed'a!. )nishment No feed'a!. 6elf1!ontrol

5rgani"ational res)lts:o 8ard data: res)lts that !an 'e meas)red o'(e!tivel$o 6oft data: res)lts that are assessed thro)gh per!eptions and ()dgmentso et)rn on expe!tations: meas)rement of a training programs a'ilit$ to

meet managerial expe!tations

Data "ollection Designs in Training Evaluation

 The manner in +hi!h the data !olle!tion is organi"ed and ho+ the data +ill 'eanal$"ed

/ll the data !olle!tions design !ompare the trained persons to somethingo Non1experimental designs: !omparison is made to a standard and not

to another gro)p of )ntrained peopleo Experimental designs: trained gro)p is !ompared to another gro)p that

does not re!eive the training and +hen the assignment of people tothe training gro)p and the non1training gro)p is random

8/18/20